Wk+Pg10

=Working Page 10=

= ** Task 1: TPK ** = Fill in the blanks in the table provided below. You are required to do some internet searching and discussion before working on this table. The first row is completed as an example for you.

Students are to walk teacher through their understanding of scientific concept(s) and identifying and linking the different variables involved. || Students draw concept maps on paper to show their understanding of scientific concept(s). || Gliffy allows students to collaborate, share understanding and work on a concept map that shows their understanding of scientific concept(s). To better describe and make reference of their understanding, Gliffy allows users to hyperlinks resources to the map. || and functions of the Digestive System || Students make a model of the Digestive System and arrange them in order and write down the functions || Ask&Learn allows students to gather information on the functions of the different parts of the Digestive System. Students can sieve out important information to write in their worksheets. || and name the possible hazards and solutions to them || Students to go to http://www.switchedonkids.org.uk/house.html to explore and pick out possible dangerous uses of electricity to help them understand further. || speed-time graph and how to find acceleration, from the gradient of the graph. (worksheet) || Applet Get the students to discover speed-time graph, using dataloggers to observe the shape of the graph when it is at constant speed, increasing speed, etc. || changes in states. (worksheet) || http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml to show the changes in state, and describe the changes. ||
 * **Activity Type** || **Description of the Activity** || **Possible Technology to Use** ||
 * **Example:**
 * 1. To learn on the different organs
 * 2. To learn about Safety Use of Electricity || Circle out dangerous uses of electricity on a diagram
 * 3. To learn about Speed Time Graph || Students to describe the motion of an object based on a
 * 4. To learn about solid, liquid, gases || Identify objects in different states and understand and describe

**Task 3: Lesson Storyboarding**
1. Use [|gliffy] as a tool for capturing your thinking process on how to deliver a lesson of a 30 mins N(T) Science lesson

2. After confirming your lesso flow, fill in the template below to show how technology is infused and used to deliver the lesson.

Subject: N(T) Science Level: Secondary 1 N(T) Science Topic: Water Pollution Prior Knowledge: Importance of water in living things. Learning Outcomes: a) State the common types and sources of water pollution. b) State the effects of water pollution on living things. Pedagogical Approach: living things || Interactive Whiteboard || Students will take initiative to contribute ideas to write on the board. || different sources of water pollution and write down their answers. || Google Forms, Video resources (youtube) ||  || pollution on living things (groupwork) || Concept Map (Griffy) to organize ideas ||  || maps. ||  ||   || reduce water pollution || Glogster ||   ||
 * Duration || Teaching Activities . || Use of technology .  || Remarks .  ||
 * 10 min || Recap - Importance of water in
 * 20 mins || Watch different videos and identify the
 * 15 mins || Discuss effects of the types of water
 * 10 mins || Select groups to present their concept
 * 5 mins || Create poster to encourage people to